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Northern Ireland
BiodiversityTopic
Primary
Developed with funding from Loughs A
gency
Eco-Schools Biodiversity Topic – Primary Education
Biod iver sity“The Earth has an abundance of everything, but our share in
it is only what we really need." Sir Richard Attenborough.
Biodiversity is the wealth of wildlife in the world around us and including us. From
wildflowers and insects to mammals and birds, all the woodlands, meadows, wetlands
and other natural habitats, as well as man-made places such as plantations, fields,
canals – even ‘wasteland’ is valuable for wildlife.
Biodiversity literally means ‘the variety of life,’ but there are several more complicated
definitions, such as: “Biodiversity – or Biological Diversity – is the variety of life in all its
forms, levels and combinations including ecosystem diversity, species diversity, and
genetic diversity.” (IUCN, UNEP and WWF, 1991). Biodiversity is also a key component in
understanding and delivering sustainable development, without that understanding, we
risk the systems that maintain our environment.
The Global to the Local
At the 1992 Earth Summit in Rio de Janeiro, 159 countries signed the Biodiversity
Convention, committing them to "conserve the variety of animals and plants within their
jurisdiction", with further items agreed at the Johannesburg Summit in 2002. The Northern
Ireland Biodiversity Strategy launched in 2002, provides a province wide framework for
species and habitat conservation and encourages local people and local organisations,
to work together to ensure that biodiversity is considered while protecting the
environment. In understanding biodiversity, we will also understand more about ourselves
and the World around us.
Schools and Biodiversity
Schools can introduce children to the natural environment
and in particular to biodiversity, in a variety of ways.
Biodiversity is not just a science subject, but the arts,
language, geography, and technology, could all be
employed to further a pupil’s understanding, knowledge and
skills about biodiversity.
Eco-Schools Biodiversity Topic – Primary Education
Getting Started
Biodiversity, like the other topics within the Eco-Schools programme, needs to have an
action plan developed after your environmental review. This action plan highlights what
key actions you take and when to undertake them. School grounds provide a useful
starting point, but it may also be an idea to contact your local council environmental or
Local Biodiversity Officers, or some of the partner organisations listed under each theme.
They may have some ideas on local projects that your school could take part in.
To provide you with some initial ideas on getting started, a number of themes are
highlighted below. Included under each theme is a case study that aims to provide
inspiration, contacts for organisations that play a role in ensuring Northern Ireland’s
biodiversity is conserved for future generations and links to the NI Curriculum that may
prove useful for schools in planning their biodiversity action plan.
Theme: Using Science and Technology
If we are to conserve Northern Ireland’s biodiversity, it is important that we understand
these plants, animals and habitats that go to make up our local environment, and how
our actions can have both positive and negative impacts on them. Science and
technology can be utilised to research and to monitor these impacts on biodiversity.
From this research, actions can then be taken to conserve it and measures put in place
to protect it.
One such programme is Vital Signs delivered here in Northern Ireland by the Lough’s
Agency. The project is based in schools located in the Foyle, Blackwater, Carlingford,
and Melvin river catchments on both sides of the Ireland/Northern Ireland border. The
project Vital Signs Ireland is an environmental and ICT project which promotes science
fieldwork along with ICT know-how to raise awareness and understanding of local river
environments. Students have the opportunity to use palm computers to monitor a local
aquatic environment, monitoring weather, water quality, river habitats, plants and
animals in the riparian environment.
The data collected in the field is GIS-linked and uploaded to the
Vital Signs website so the students can then display their results
and compare their data with that of other schools within their
catchment and further afield. The Vital Signs website gives details
of what’s involved in the programme and ideas and information
on river and stream studies.
Eco-Schools Biodiversity Topic – Primary Education
S
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t Teresa’s Primary School Loughmacrory Co Tyrone took part in the Vital Signs
rogramme using their local river the Claggan. This formed part of a larger programme
f study for Key Stage 2 pupils – Water (insert 1, insert 2). With the help of staff from
oughs Agency and the Vital Signs technology, the children monitored the Claggan for
ollution etc to establish if it could be used as a release site for salmon. Read some of the
hildren’s newsletter articles – The River Times which were produced and presented at a
arents’ evening at the end of the school year.
urriculum Links
ital Signs is aimed at upper Key stage 2 and older and provides both a scientific and
echnology based approach that can also integrate arts, language and literacy, maths
nd the other elements of the World Around Us – geography and history into the
rogramme of study.
he World Around Us
Science – investigating the insect life of the river, taking measurements etc
Technology – using hand held computers to record data and downloading it
onto the web
Geography – exploring the physical features, recording weather, reading maps
etc
History – local river and how it was and is used etc.
anguage and Literacy
Writing – reports, articles and creating presentations
Talking – presenting findings to school and others
Reading – finding out about some of the insects they found, reading maps,
gathering articles about the river etc
Listening – taking instructions in the field and in the classroom etc.
athematics and Numeracy
Analysing data.
Applying findings through graphs, diagrams charts etc.
Concluding findings and presenting ideas.
Eco-Schools Biodiversity Topic – Primary Education
Personal Development
Understanding health and safety on site.
Taking care of others.
Expressing views.
Applying findings to the wider community.
Developing care for their local environment.
Physical Education
Preparing for outdoor work.
Taking part in physical tasks.
Religious Education
Exploring the importance of rivers to human spirituality and well being.
Care for other living things.
Contacts/Links
These web links provide additional ideas and information in using science and
technology to teach biodiversity. The organisations will also be able to provide
supporting materials and information including advice on preparing for field studies,
health and safety, and information on local biodiversity.
The Loughs Agency
Vital Signs
Environment and Heritage Service
Local Biodiversity Officers
Northern Ireland Biodiversity – It’s in Our Nature
Magilligan Field Centre
Theme: Practical Ideas for School Grounds
School grounds are an important resource for schools and can not only add to the
overall appearance, but can provide important space for local biodiversity to flourish.
Whether you are an urban or rural school, some planning and a few small changes can
create wildlife habitats for a wide range of living things. Ponds, wildflower meadows,
trees and pot plants, are all invaluable for wildlife such as insects, birds and mammals
such as hedgehogs. Even foxes may find their way into your school grounds. Creating
such spaces, shows a respect for living things and provides pupils with an opportunity to
study plants and animals and where they live at first hand.
Eco-Schools Biodiversity Topic – Primary Education
To get an idea of what you could create for wildlife, it’s a good idea to undertake a
habitat survey of your site or a biodiversity audit or map of your site.
St Malachy’s Primary School in Belfast has over a number of years created an amazing
wildlife garden in what was once a very urban concrete space. With assistance from
Conservation Volunteers Northern Ireland, and a team of dedicated teachers and pupils,
they planned a mix of habitats including a pond, wildflower meadow and planted area.
Having learnt so much, they have created their own website and CDRom to assist other
schools create their own wildlife gardens - http://www.ourwildgarden.org. This website
provides great ideas and gives a good overview of what planning is needed. Click for
some photos of St Malachy’s Wildlife Garden, which may inspire you to create one at
your school (photo 1, photo 2).
Curriculum Links
The school grounds can not only provide a resource for teaching
a variety of subjects, but can instill care and pride in students.
Schools involved in looking after their school grounds may also
notice a drop in littering and graffiti. In planning and creating a
wildlife garden, students’ skills and confidence are also
developed as they work together investigating ideas and putting
these ideas into action. St Malachy’s PS has found that many
subject areas can be covered using the school grounds as a
resource, their teaching resource – Eco-Trail highlights this variety.
The World Around Us
Science – growing and caring for plants, investigating th
birds associated with different plants.
Technology – recording changes with a digital came
camera.
Geography – drawing a map of the school grounds, moni
wind conditions in different areas of the grounds.
History – creating a log of how the grounds have devel
exploring local plant names and their uses.
e variety of insects and
ra, setting up a web
toring temperature and
oped over the project,
Eco-Schools Biodiversity Topic – Primary Education
Language and Literacy
Writing – reports and articles, creating poems and stories.
Talking – poetry and storytelling.
Reading – finding out about some of the living things they find by gathering
articles, searching the web etc.
Listening – noting bird song etc. following instructions on practical working days
etc.
Mathematics and Numeracy
Undertaking bird counts, plant transects etc.
Applying findings through graphs, diagrams, charts etc.
Concluding findings and presenting ideas.
Personal Development
Understanding health and safety on site.
Taking care of others.
Expressing views.
Applying findings to the wider community.
Developing care for their local environment.
Physical Education
Preparing for outdoor work.
Taking part in physical tasks.
Playing nature games.
Religious Education
Exploring the importance of plants and animals to human spirituality and well
being.
Care for other living things.
Contacts/Links
Schools across Northern Ireland have been developing their grounds for wildlife and as places to
teach. Many schools in the Eco-Schools Programme have used the progamme’s partner
organisations for advice and assistance, and many like St Malachy’s Primary School have a wealth
of knowledge and experience to share. Contact some of the schools in your local area who are
taking part in Eco-Schools as well as linking to some of the contacts below.
Growing Schools
Conservation Volunteers Northern Ireland
Eco-Schools Biodiversity Topic – Primary Education
The Ulster Wildlife Trust,
Learning Through Landscapes
Groundwork UK
Environment and Heritage Service
BBC - Breathing Places - Be inspired
Trees For All
The Royal Society for the Protection of Birds (RSPB)
Conservation Volunteers Northern Ireland
Transforming your School Grounds
Nature in your Neighbourhood
Theme: Getting Involved in Local Projects
Taking some of what you have learnt within the classroom and applying it to real life
situations can prove an invaluable learning experience for students. It can also provide
invaluable information for other organisations, while highlighting a local issue or interest
to both the students and local community. Remember that biodiversity is not just about
animals, plants and habitats are also important!
St Ronan’s Primary School in Lisnaskea Co Fermanagh undertook a creative approach to
helping the RSPB find out about waders in Upper Lough Erne. The pupils first got some
ideas of how to create a myth. They then created a series of myths about these
protected birds – the Curlew, the Snipe and the Lapwing which were produced into
booklets and displayed in the local library. Myth Making (insert 1, inserts 2) provides a
cross curricula approach to raising awareness about local bird species (example 1,
example 2, example 3).
Curriculum Links
The World Around Us
Science – researching a local species of plants and animals and investigating
possible threats and impacts.
Technology – producing the myths into booklet form including photos and design.
Geography – pinpointing particular local habitats on maps.
Eco-Schools Biodiversity Topic – Primary Education
History – charting the history of the site and its uses, exploring local townland
names and names of wildlife.
Language and Literacy
Writing – taking notes, writing an outline plan then creating the myths.
Talking – poetry and storytelling, interviewing locals about the area and its wildlife.
Reading – finding out about a particular plant, animal or habitat that needs help
by gathering articles, searching the web etc.
Listening – storytellers and audio books, other pupils stories etc.
Personal Development
Expressing views.
Applying findings to the wider community.
Developing care for their local environment.
Physical Education
Playing nature games.
Religious Education
Exploring the importance of plants and animals to human spirituality and well
being, care for other living things.
Contacts/Links
There are many ways your school can become involved in protecting local biodiversity.
Organisations such as The Ulster Wildlife Trust, The Woodland Trust, The Royal Society for
the Protection of Birds (RSPB), The Loughs Agency and Conservation Volunteers, as well
as local councils and government offer opportunities to become involved with
biodiversity projects and research.
The links below will put you in touch with these organisations and provide you with some
ideas for getting your students involved in a local biodiversity project.
The Ulster Wildlife Trust,
The Woodland Trust,
Nature Detectives
Trees For All
The Royal Society for the Protection of Birds (RSPB),
The Loughs Agency
Conservation Volunteers Northern Ireland
Environment and Heritage Service
Eco-Schools Biodiversity Topic – Primary Education
Local Councils
Biodiversity Officers
The Natural History Museum
Ulster Museum
Ecos
Enfo
BBC Wildlife
WWF
National Trust
Habitas
Growing Schools
Theme: Northern Ireland Species and H
The Northern Ireland Biodiversity Stra
framework for species and habitat co
organisations to work together to p
highlights the priority species and ha
their conservation. There are 200 plan
strategy are available from the Enviro
about particular species and habitat
Ulster Wildlife Trust, The Woodland T
(RSPB), and Habitas.
Working alongside the The Loughs A
took part in “Salmon in the Classro
equipment needed including tanks, t
the salmon for release to the Rive
catchment. The school found that by
1, insert 2), elements such as rivers, w
cycles can also be introduced. Gree
Washington State in the United States,
class has learnt. Read an article by
News”.
abitats
tegy launched in 2002, provides a province-wide
nservation and encourages local people and local
rotect Northern Ireland’s biodiversity. This strategy
bitats in Northern Ireland, and actions needed for
t and animal species and 40 habitats, details of the
nment and Heritage Service website. To find out
s follow the links to the following organisations; The
rust, The Royal Society for the Protection of Birds
gency, Greenhaw Primary School in Londonderry
om” programme. The school received all the
hermometers, 100 eggs, and instructions on rearing
r Castle in Eglinton, which is part of the Foyle
focusing on a particular species, the salmon (insert
ater cycle, habitat, food chains, pollution and life
nhaw PS also went as far as ‘twinning’ with a school
swapping ideas and information about what each
one of the students who took part – “Greenhaw
Eco-Schools Biodiversity Topic – Primary Education
Curriculum Links
The World Around Us
Science – researching a priority species of plants or animal and investigating
possible threats and impacts. Monitoring egg development, life cycles etc.
Technology – recording changes with a digital camera, setting up a web
camera. Linking to international school via webcam etc.
Geography – charting migration of salmon, locating river catchments etc.
History – charting the history of the river and its uses. Researching species/habitat
in the past.
Language and Literacy
Writing – reports and articles, creating poems and stories about the species.
Talking – poetry and storytelling, interviewing fishermen about the salmon.
Reading – finding out about the priority species and habitats by gathering
articles, searching the web etc.
Listening – following instructions on care for the eggs.
Mathematics and Numeracy
Undertaking monitoring of temperature, counting eggs etc.
Applying findings through graphs, diagrams, charts etc.
Concluding findings and presenting ideas.
Personal Development
Understanding health and safety.
Taking care of self and others.
Expressing views.
Applying findings to the wider environment.
Developing care for their local environment.
Physical Education
Preparing for outdoor work.
Taking part in physical tasks.
Playing nature games.
Religious Education
Care for other living things.
Eco-Schools Biodiversity Topic – Primary Education
Contacts/Links
The Ulster Wildlife Trust,
The Woodland Trust,
Nature Detectives
Trees for All
The Royal Society for the Protection of Birds (RSPB),
The Loughs Agency
Conservation Volunteers Northern Ireland
Environment and Heritage Service
Local Councils
Biodiversity Officers
The Natural History Museum
Ulster Museum
Ecos
Enfo
BBC Wildlife
WWF
National Trust
Habitas
Growing Schools
Something Fishy
Froglife
Butterflies of Ireland
Bat Conservation Trust
Mammal Society
Theme: Issues Facing Biodiversity
Biodiversity matters because it impacts on all our lives, both directly and indirectly. The
benefits of biodiversity include;
• 20% of wild plants provide 80% of our foods (Natural History Museum),
• plants and animals provide many of our medicines and industrial materials such as
timber and oil.
• natural systems help control flooding, recycle wastes, create soils, and water etc.
• people enjoy nature and wild places, encouraging creativity and leisure.
Eco-Schools Biodiversity Topic – Primary Education
The quality of our lives is greatly enriched by the natural environment, yet a lot of human
activity is having a negative impact on biodiversity across the world. These threats
include;
• climate change,
• introduced species,
• habitat loss and fragmentation,
• genetically modified organisms such as crops,
• pollution of soil, air and water,
• over-exploitation and
• industry, agriculture and forestry.
To find out what issues may be facing a local habitat; St Teresa’s Primary School in
Loughmacrory Co Tyrone adopted a local river the Claggan. The Adopt-A-Stream
organised by the Loughs Agency brings the school through from surveying the river,
assessing water quality, St Teresa’s Primary School in Loughmacrory in Tyrone “adopted”
their local river the Claggan as the site for the release of salmon they had hatched under
careful conditions in the classroom. After surveying the Claggan’s conditions it was
decided that a clean up was needed to improve the chances for the newly introduced
salmon. Read some of the children’s newsletter articles produced for an end of year
parents’ day - The Lough Express.
Curriculum Links
The World Around Us
Science – researching a local habitat’s species of plants and animals and
investigating possible threats and impacts.
Technology – recording changes with a digital camera, setting up a web camera
on site.
Geography – drawing a map of the habitat, monitoring temperature and wind
conditions in different sites.
History – charting the history of the site and its uses.
Eco-Schools Biodiversity Topic – Primary Education
Language and Literacy
Writing – reports and articles, creating poems and stories about the site.
Talking – poetry and storytelling, interviewing locals about the area and its wildlife.
Reading – finding out about some of the living things they find by gathering
articles, searching the web etc.
Listening – following instructions on field visits, carrying out interviews with staff of
organisations etc.
Mathematics and Numeracy
Undertaking bird counts, plant transects etc.
Applying findings through graphs, diagrams, charts etc.
Concluding findings and presenting ideas.
Personal Development
Understanding health and safety on site.
Taking care of self and others.
Expressing views.
Applying findings to the wider community.
Developing care for their local environment.
Physical Education
Preparing for outdoor work.
Taking part in physical tasks.
Playing nature games.
Religious Education
Exploring the importance of plants and animals to human spirituality and well
being, care for other living things.
Contacts/Links
Many of the organisations below are involved in monitoring both species and habitats.
By undertaking studies of Northern Ireland plants, animals and habitats, the students will
be adding to the knowledge about such species. In turn this will aid organisations to
take action to conserve them.
The Ulster Wildlife Trust,
The Woodland Trust,
Nature Detectives
Trees For All
Eco-Schools Biodiversity Topic – Primary Education
The Royal Society for the Protection of Birds (RSPB),
The Loughs Agency
Conservation Volunteers Northern Ireland
Environment and Heritage Service
Local Councils
Biodiversity Officers
The Natural History Museum
Ulster Museum
Ecos
Enfo
BBC Wildlife
WWF
National Trust
Habitas
Growing Schools
Biodiversity Puppet Show
Acknowledgements
Loughs Agency for funding andstudies.
Staff of the following Eco-SchooTrust, The Woodland Trust, Conser
Staff and pupils of all the schools
Researched and compiled by Pa
programme information including case
ls partners; The RSPB, The Ulster Wildlifevation Volunteers Northern Ireland.
included as case studies.
ula Flanagan.
